Newsletter  Volume 4 Issue 6
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Upcoming Events

November 20
Lunch Colloquium
Tawni Tidwell

November 20
WEBCAST - Lunch Colloquium
Tawni Tidwell

December 4
Extended Session
Start time 11:00 a.m.
Susan Socolow
and Holiday Celebration
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November 13, 2017

This issue of our newsletter is sent to members and friends of the Emory University Emeritus College (EUEC). I hope the newsletter will help keep you informed about our activities and help you feel connected with our members throughout the U.S.  On the left are links to our website and links to contact either me or the EUEC office.   

With best wishes,

Gray F. Crouse
Director, EUEC
In this Issue:
DirectorMessage from the Director

I hope you will have a chance to read the article below about the rollout of our Mock Interview Program in collaboration with the PreHealth Mentoring Office (PHMO).  Over a year ago several of our members participated in a trial of the program, and with that experience PHMO developed a program offered to all senior pre-health students.  Our ability to participate in the program depended entirely on member volunteers, and in this issue we thank those members who have participated to date, with reflections from some of them on their experience. 


Our Lunch Colloquium last week featured three of our member poets, in addition to other members who read their own or others' poetry.  What is remarkable about the three featured poets is that none of them were poets in their faculty careers, yet all have blossomed in retirement.  There is no one path to a successful retirement, as in this issue you can not only read poetry, but also read about Ron Gould's and Donna Brogan's activities, still continuing their faculty work, and Sidney Perkowitz, melding science and humanities.


It is no surprise that next week's Lunch Colloquium represents a fascinating exploration of another area of study.  We also celebrate the award of another EUEC-OLLI Fellowship to Clark Poling, and more new members who represent the future of EUEC.


I am very grateful to John Bugge, Herb Benario, and Gretchen Schulz for help with proofing and editing.  
LCNov20TopLunch Colloquium November 20

Bridging Ancient Tibetan
Medicine and Modern Western Science: Journeys in Becoming an Amchi Physician and Translating Knowledge Systems

The Luce Center
Room 130

Tawni Tidwell, TMD, Rangjung Tibetan Medicine, Doctoral Candidate, Anthropology

LCNov6TopLunch Colloquium Monday November 6

An EUEC Poetry Program:  Members Share Their Own Poetry (Plus)

Gene Bianchi, Don Saliers, Holly York:  Emeriti Professors of Religion, Theology, and French


PHMOTopPHMO Mock Interviews

Some of our members have been active in conducting mock interviews for pre-health students through the PreHealth Mentoring Office.

FacActTopFaculty Activities

NewMemTopNew Members

2017 EUEC-OLLI Fellowship Awarded to Clark Poling

It is a great pleasure to announce that EUEC Member Clark Poling, Professor Emeritus of Art History, has been awarded an EUEC-OLLI Teaching Fellowship for his new course on Picasso and Modernism that he has just finished teaching.

OLLI is very interested in having EUEC Members teach.  As a way of encouraging such participation, EUEC offers fellowships to members who design and teach a new OLLI course.  Information on EUEC-OLLI Fellowships can be found by clicking here.




The most famous artist of the 20th century, Pablo Picasso sparked innovative developments in art from 1900 on.  His rapid assimilation of Post-Impressionism, especially the lessons learned from Paul Cézanne, and his interest in archaic and tribal art led to the invention of Cubism in collaboration with Georges Braque.  Cubism was made possible by diverse currents from Italian Futurism and Dadaism to abstract art from Holland to Russia.  During World War One, Picasso became involved in work for the theater and in a revival of classicism, which enhanced his fame and success and also challenged the directions in which modernism was moving.  Then, his participation in Surrealism reversed the conservative character of his classicism and prepared the way to the complex symbolism and political nature of his response to the Spanish Civil War and World War Two.  In his last decades, he pursued an artistic dialogue with Henri Matisse and worked on personal themes as well as recapitulations of works by his favorite Old Master painters.  These diverse strands in Picasso's career show a mixture of individual genius and responsiveness to his historical and cultural context.  The creative complexity of his art left a legacy affecting generations of modern artists.


--Clark Poling, Professor Emeritus, Art History


LCNov20BotLunch Colloquium Monday November 20

Tidwell with classmates gathering native plants from the Tibetan plateau

Bridging Ancient Tibetan Medicine and Modern Western Science: Journeys in Becoming an Amchi Physician and Translating Knowledge Systems

Tawni Tidwell, TMD, Rangjung Tibetan Medicine, Doctoral Candidate, Anthropology

Tibetan medicine has historically existed as a comprehensive health care system and as a treatment modality of choice particularly for chronic illness throughout Tibetan regions across Asia and the Trans-Himalaya, with origins preceding the seventh century CE. As the first Westerner to be certified in Tibetan medicine among Tibetan peers, by Tibetan teachers, in the Tibetan language, Tawni will describe her experiences training as an amchi, a traditional Tibetan medical physician. She studied for her first three years at the Dalai Lama's Tibetan Medical Institute, Men-Tsee-Khang, in northern India, and in her final years in eastern Tibet, at the biggest institution of Tibetan medicine in the world, where she focused her internship on gastrointestinal disorders and cancers. She is also completing her doctorate in Emory's Anthropology department, focusing on the sensory entrainment processes central to Tibetan medical pedagogy, which produces the Tibetan physician as embodied diagnostic tool--deployed in modes such as pulse diagnosis, urinalysis and analyzing physiological cues and pathways. She will describe how thousands of hours of memorization and oral recitation of root canonical texts written in poetic, metaphorical, and trickster modalities entrain the physician's conceptual, perceptual, and embodied understandings of Tibetan medical theory and practices linked to experiential understandings of the natural world. Through the lens of textual recitation, clinical engagement, and medicinal plant collection and formulation, the macro-­ and micro-cycles of one's body and the bodies of others, along with the ecological and social web of relations, are tracked and intimately engaged. In Tibetan medicine, mind is understood to both permeate the body and coalesce in specific regions. For the amchi, training the mind and senses allows one to detect deviations from health baselines and trajectories of illness. She will describe how these diagnostic processes relate to Tibetan medical understandings of cancer, and describe her work in bridging Tibetan and Western knowledge systems of the body.
About Tawni Tidell:

To say that Tawni already has had a varied and interesting career path is certainly an understatement.  She received a BS in Earth Systems from Stanford University in 2004, with a minor in Physics. Her research interest as an undergraduate was the geophysics of plate tectonics in the Mariana Islands.  She received an MA in Anthropology from Emory in 2012 with research in biocultural conceptualizations of the body.  At the same time, she was completing the first two years of the Tibetan Medical Doctor Kachupa Degree in India.  She describes her current work on her website as follows:


Tawni Tidwell is completing her Ph.D. in Anthropology and Tibetan Medical Doctor (T.M.D.) degree in Tibetan Medicine.  


Her work focuses on biocultural conceptualizations and systems of knowledge regarding the human body, health and illness, and their relations and affects within environmental and social systems.  She looks at methods of transmission of knowledge, particularly sensory training and performative memory, and their integration into practice within Tibetan medicine.


From May 2012 to January 2015, with the generous support of the National Science Foundation and the Wenner-Gren Foundation, she has been able to conduct comparative research on "Learning Processes and Sensory Training in Tibetan Medical Diagnostics: Targeting Ma-Zhu-Wa & Dre-ney, Metabolic Disorders and Cancer, in Tibetan Medicine" at Men-Tsee-Khang Tibetan Medical Institute in northern India and Tibetan Medical College at Qinghai University in the Amdo region of Tibet and Qinghai Province of China.  Ma-Zhu-Wa, or metabolic disorders, generate a wide-range of conditions, including cancer, for which Tibetan medical diagnostics are particularly adept at illuminating.  Her research looks at how Tibetan medical students, interns, and young doctors up through Tibetan medical experts train the embodied diagnostics to identify such conditions and the respective prognoses.  She has had the good fortune to conduct her work as simultaneous Tibetan medical student-cum-researcher, a truly in-depth form of participant-observation.


Carol Clark did a great article on Tawni for the Emory eScience Commons that you can read by clicking here.
LVNov6BotLunch Colloquium Monday November 6

An EUEC Poetry Program:  Members Share Their Own Poetry (Plus)

Gene Bianchi, Don Saliers, Holly York:  Emeriti Professors of Religion, Theology, and French

On Monday, November 6, those able to attend the Emeritus College Lunch Colloquium (in person or by webcast) first enjoyed a panoply of poems presented by three very accomplished poets whom we can claim as "among our own," Holly York, Don Saliers, and, of course, "our" poet-in-chief, founder and first Director of the EUEC, Gene Bianchi.  They shared examples of their work for twenty minutes or so each--moving us sometimes to laughter (everything from chuckles to guffaws) and sometimes to tears (really). Then, in the final twenty minutes of our time together, other members of the EUEC stood to share, as well, either poems they'd written themselves or favorites by other poets.


In this review of the occasion, we thought we'd print one poem from each of our three primary participants so you can revisit the work at your leisure or, if you missed it on Monday, visit it for the first time. 


To begin with, here is a villanelle by Holly York.  What's a villanelle, you ask?  Well, the Wikipedia definition makes plain that it is, among other things, one of the most complex and demanding forms that a poet can adopt:


villanelle . . . is a nineteen-line poetic form consisting of five tercets followed by a quatrain. There are two refrains and two repeating rhymes, with the first and third line of the first tercet repeated alternately until the last stanza, which includes both repeated lines.


We think you'll agree that Holly pulls it off--though maybe you had to be there to see her present the poem while brandishing her phone "in the palm of [her]hand" to appreciate it fully.




Screening Distance


Infinity's in the palm of my hand

Distance is nothing but air

Far is made near by a grain of sand


The world is closer than I had planned

It surges in to meet me where

Infinity's in the palm of my hand


Never would I in my dreams command

A tour du monde without leaving my chair

Far is made near by a grain of sand


I don't pretend to understand

As I look and click and Facebook share

Infinity's in the palm of my hand


Still time is ever in demand

Even though here gets mixed with there

Far is made near by a grain of sand


And now I wonder if they should be banned

These screens that draw my constant stare

Infinity's in the palm of my hand

Far is made near by a grain of sand.



Don Saliers shared a very moving poem, also in a very demanding form, though he doesn't know what the form is called and neither do I (Gretchen). If any of you know what it ought to be called, please do let us know.  In the meantime, 'nuff said to say it involves using the final half of each line as the first half of the next line.  Maybe we should just call it a saliers. And let Wikipedia know.  




It's the Silences


I say it's the silences that get me most

Get me most where no defense is mounted

No defense is mounted in days like this

In days like this where conversations once were

Where conversations once were, now the spaces

Now the spaces full of traces and phantom sounds.


But there's music in proximity

In proximity the arms, the face

The arms, the face, the whole body next

The whole body next to me yet

Next to me yet the love that was and is

The love that was and is now altered.


I say it's the music that gets me most

Gets me most together and apart from her

Apart from her I imagine hearing as it was

As it was there was sighing and singing

Singing in the night, sighing at the beauty

Sighing at the beauty lost now begets me


Music and silence, spaces between the notes

Between the notes the lost sound

The lost sound echoing in the imagined ear

The imagined ear hearing what's not recovered

What's not recovered is the perishing love

Perishing love coming back but from silence.



Gene Bianchi was next to share work from his most recent collection of poems, The Hum of It All, signed copies of which were available to us at a table (wo)manned by Gene's wife, Peggy Herrman, at the rear of the room.  As Dana Greene put it in the blurb she wrote for the collection's jacket, "In [these] poems of nature, illness, aging, and every kind of unfixable brokenness one hears a cosmic hum, whittling down belief to heart wood.  It is the hum, the sound of all sounds, the ur-sound, taught by cat and owl, birch and wind which is the inspiration for these wonderful poems." We heard that ur-sound in all Gene presented, including the title poem, printed here:




The Hum of It All


Medieval nuns like Mechthild of Magdeburg

and Julian of Norwich kept cats

in their chilly anchoress cells

to ward off mice, they say,

but I think their felines cuddled them

at night in divine embrace, purring them

into contemplative union and sleep.


So I find it with Siamese Max,

a curmudgeonly sixteen who gives

his brother Tony the fish-eye,

yet the old guy with wonderful purr

is a religious whiz by ignoring

stale theology to plunge into core sound,

drawing me toward the source and sleep.


Lately I've heard that cosmic hum

from my hummingbirds hovering

with patience for my elderly pace

as I replace their bottle of nectar.

They carry the sound of all sounds

even when silent to our weak hearing.


Such meditation is not solipsism, withdrawal

into cozy corners, the world be damned.

It gives us time to slow down, slow walk,

slow eat with monk Thich Nhat Hanh,

to let things penetrate our subtle defenses.


It gives us time to feel deeply the sorrow

and suffering of child soldiers made to tie

bombs around their waists, of girls sold

into slavery, and of those starved

and maimed in continuous war.


It's all part of the greater hum.

I heard it again today in a chorus of cicadas.


You can link to the whole of this new book of poems--and much more--by clicking on  I can tell you, visiting Gene's blog-site on creative aging is almost as interesting as visiting with Gene himself. 


The Colloquium concluded with offerings from others in attendance who had volunteered to share one or two of their own poems or poem by others whom they admire.  Those who presented original work included Don O'Shea, Carey Bynum(whose poem was delivered with great gusto by Brenda), George DeMan, and Linda Hubert.  Delia Nisbet read Giacomo Leopardi's "L'infinito" in both Italian and English translation. And John Bugge wrapped up the session with a heartfelt rendition of Richard Wilbur's wonderful "Love Calls Us to the Things of This World." 


We hope it calls you to our next Lunch Colloquium, too:  Tawni Tidwell on Monday, November 20.  See the promo elsewhere in this newsletter.

--Gretchen Schulz





Don O'Shea
Brenda Bynum














George DeMan
Delia Nisbet















Linda Hubert
John Bugge


















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NewMemBotNew Members

New members are the lifeblood of any organization. Please make a special effort to welcome them to EUEC! 

Walter Adamson, PhD, Samuel Candler Dobbs Professor Emeritus of History, Emory College of Arts and Sciences

I retired at the end of August, 2017, after 39 years at Emory, the first 15 in the Graduate Institute of the Liberal Arts (ILA) and the last 24 in the Department of History. Prior to coming to Emory, I taught two years at Whitman College in Walla Walla, Washington, and then had a one-year Mellon Fellowship in the Humanities at Harvard University. I was born in Washington DC and grew up there and in Connecticut, Guatemala, and Costa Rica (my father worked in international education mostly building schools in these countries). I went to Swarthmore College, majoring in Political Science, then on to Berkeley in the same field, before deciding that history was more for me. I got my PhD from Brandeis in a History of Ideas program started by Herbert Marcuse. At Emory I taught a wide variety of topics, mostly in the field of twentieth-century European history. My focus both in teaching and research was (and continues to be) modern political and cultural ideologies (Marxism, fascism, liberalism, but also Italian futurism and cultural avant-garde movements in Europe). Recently I have been working on secularization, especially on individual religious crises of belief in the nineteenth century.


In addition to our Atlanta home, my wife and I have a small apartment in New York City where we spend about 100 days a year. I have a passion for the New York art gallery scene and have also become involved in community service work, serving weekly lunches in a soup kitchen. I have long been an avid road bicyclist, and am proud of having completed the Six Gap Ride in North Georgia back in 2003. Currently my stamina level is more conducive to Stone Mountain Park.


My wife is a Regents Professor of Psychology Emeritus at Georgia State, where she still runs a large lab. We have two sons, both happily married, and four grandchildren, two of whom live in Connecticut, the other two in Panama City, Panama. Needless to say, we enjoy visiting them whenever we can.



Clark Lemons, PhD, Professor Emeritus of English, Oxford College


I came to Emory in 1972 as a graduate student in17th-century Metaphysical Poetry with Frank Manley and literature and theology with Bill Mallard at the Candler School of Theology, and I received the PhD in English in 1978.  I arrived after earning an MDiv at Union Theological Seminary.  I taught English at Marist School, chaired the English Department, and directed the theater program (loved it all) before coming to Oxford College of Emory in 1982 to teach English and direct until I retired in 2017.


When I arrived, theater at Oxford consisted of two plays a year, directed by me.  Today there are 6 or 7 plays, a tech director, and 2-3 adjuncts teaching Theater Studies, with a search for a tenure-track professor currently underway. 


Oxford College encouraged me to develop interests and skills.  With five years of summer study, I earned an MA in Liberal Studies at St. John's College, created interdisciplinary courses, and learned a good style of teaching; with NEH institutes and hands-on experience I developed theater courses and directed the main stage plays.  I am grateful that Oxford and the University supported me financially and personally in a way that might reflect Emory's motto:  Cor Prudentis Possidebit Scientiam (The Wise Heart Has Knowledge).


Stephen R. Pitts, MD, MPH, Associate Professor Emeritus of Emergency Medicine

In Transition:

Lynn Wood Bertrand, PhD, Director of Graduate Studies, Associate Professor, Music History

FacActBotFaculty Activities
Ron Gould  
Goodrich C. White Professor Emeritus of Mathematics

EUEC Member Ron Gould gave two keynote lectures at the fall meeting of the Indiana Section of the Mathematics Association of America on October 7.  He has also had three papers accepted:
On vertex disjoint cycles and degree sum conditions, with Ariel Keller and Kazu Hirohata, Discrete Math. 341(2018), no. 1, 203-212.
Forbidden subgraphs for chorded pancyclicity, with Megan Cream and Victor Larsen, Discrete Math. 340(2017), no. 12, 2878-2888.
On K_t - e saturated graphs, with Jessica Fuller, to appear in Graphs and Combinatorics.

Sidney Perkowitz
Candler Professor of Physics, Emeritus

EUEC Member Sidney Perkowitz has written a beautiful article for Emory Health Digest about art and cataracts and his own experience in aging eyesight.  The article begins:

French artist Claude Monet loved capturing the bright, airy beauty of Paris and the Normandy Coast, setting up his easel outdoors and often depicting the same scene again and again as the light shifted and seasons changed. As he aged, however, his paintings began to show a darker color spectrum.
Sidney describes the science behind cataracts and eyesight and how cataracts affect one's color perception.  He then describes his own successful cataract surgery (done at Emory, of course!).  His article is illustrated with beautiful pictures by Monet, as well as a figure illustrating the parts of the eye.  The article is well worth seeing and reading, and can be found by clicking here.

Donna Brogan
Professor Emerita of Biostatistics

EUEC Member Donna Brogan was the keynote speaker for the 2017 Women in Statistics and Data Science Conference recently held on October 19-21 at the Hyatt Regency Hotel in La Jolla, CA. The title of her talk, delivered after the conference banquet on October 20, was "Lessons and Strategies Learned from Life Events: My Professional Story". She briefly summarized her career path and then shared several lessons and strategies she learned along the way, some of which may be useful to younger statisticians and data scientists.

PHMOBotPHMO Mock Interviews

Our collaboration with the PreHealth Mentoring Office (PHMO) to offer mock interviews to students facing interviews for medical and dental schools had a full-scale rollout this fall.  The Mock Interview process is described on the PHMO website as follows:
The interview is a vital part of the admissions process and PHMO is here to provide a few different ways of helping you prepare for interviews. The PHMO offers InterviewStream and in-person mock interviews with emeritus faculty members of Emory University. The services build on each other as way of helping you prepare. You must complete an InterviewStream and self-assessment before scheduling an in-person mock interview.
InterviewStream Mock Interviews:
InterviewSteam is a web-based program where participants can create an account and answer pre-recorded questions to practice skills that will help them to succeed in healthcare professional school interviews. Emory affiliated students (current Pre-Health undergraduates and alumni) may have one virtual interview critiqued by the PHMO after they have successfully completed an interview and the accompanying self-assessment. While only one virtual interview will be critiqued, students may record as many practice interviews as they choose.

Emeritus Faculty Mock Interviews:
Students may schedule an in-person mock interview with an Emory emeritus faculty member. To be eligible for an in-person mock interview, a student must complete an InterviewStream and the self-assessment. To request a mock interview with an emeritus faculty member, please complete this request form. You should request an interview 2-3 weeks in advance.
I have heard several members ask why our students should need an interview from one of our members.  A surprising fact is that as accomplished as the students are who come for an interview, many have never had a live interview!  Not only can they have their first interview here, but they can get feedback on their interview skills, which of course they never do from their "real" interviews.
So far, our members have conducted a total of 21 interviews.  Those participating, and the number of interviews they have conducted are:
Joe Hardison               5
John Bugge                 5
Bhagirath Majmudar   4
Jan Pratt                      2
Stuart Bramwell          2
Holly York                    1
Stewart Roberts          1
K V Thrivikraman        1
Comments from some of our interviewers suggested that this was a fulfilling activity for them as well as for the students, although there was some concern about the breadth of their education:
Thank you for the opportunity to do something that was beneficial for me and hopefully the students. My objective was to get to know the students as much as reasonably possible in the short time we had. The interviewees seemed so exceptional that I wonder if they wanted the mock interview to be an indication of their commitment, sincerity, and resolve to become a physician. I tended not to emphasize their experiences as doctor shadows, health clinic workers, emergency room helpers, etc.  I spent time on their interactions with friends and family and especially situations where they could help others. I asked them about pets and their commitment to them. Most mentioned empathy and sympathy, and I asked them to tell me the difference. I asked them what they would do if not accepted to medical school and I would not take reapplication as an answer. Often they have talents in unrelated fields. Thank you again for this opportunity
--Joe Hardison
I believe that this interview system was bilaterally beneficial: for the interviewer, to stay in touch with the emerging generation of the new Doctors; and for the medical school applicants, since it prepares them for their decisive medical school interview. Perhaps we may consider changing the name Mock Interview to something more dignified to enhance its value and significance.
All the applicants that I interviewed took this experience quite seriously. They ALL were on time and showed no rush in getting out. Their questions were candid, and they sought help in making their formal interview easier to face. Some of their questions were elementary but essential for them to ask, like: what should they do when they really do not know the answer to the questions posed before them; how truthful should they be if they fear that the truth will hurt their cause; what kind of questions to ask if they are offered an opportunity ask them; and how they should handle it if they are initially shy but open up with time, and so forth.
A preparatory session like this greatly lessens, if it does not eliminate the FEAR factor with which they are obsessed at the time.  Having been a full-time member of the Admissions Committee for 26 years, I saw how supportive and non-critical our Emory Interviewers are. They easily overlook minor and superficial faults of the applicants to extract their essence in the prescribed period to evaluate if the applicant will be a suitable medical student, a practicing physician, and a congenial classmate. Such a reassurance gives to the applicants definite guidelines and allays their undue fear. As retired members of an academic community, we have encountered all kinds of students and developed a discreet forbearance of their age-related, superficial flaws.
-- Bhagirath Majmudar
When Gray Crouse suggested that the Emeritus College members who had offered mock interviews to medical-school applicants might write something about their experience, I thought I'd have very positive things to report.  Upon reflection:  mostly yes, but partially no.  As I read through the personal statements in the students' dossiers -- always, it seems, laser-focused on why they wanted to be doctors -- I found I was both mightily impressed and a bit disappointed at the same time.
In all five statements that I read, I encountered the standard protestations about alleviating human suffering and making the world a better place.  The discourse was all about medicine, start to finish, and it usually began with a moment of epiphany at a frighteningly precocious age - that medicine was the only possible career for each candidate, indeed almost a holy vocation.  Not for a moment, it seemed, had these young men and women ever contemplated another life-course.  And the résumé that each supplied mirrored their statement:  each was chock-a-block with entries about tutoring fellow students in organic chemistry, lab and clinical assistantships, "shadowing" of physicians, co-authoring of papers, symposium poster presentations, Peer Health Partnerships, enumeration of research-skill sets, and so on.  The c.v.'s showed that almost all of them had been specializing in medicine practically from their last year in high school.
Now, in one way this is all very heartening.  It suggests that our Emory undergraduates heading to medical school are already superbly well-trained, and that without doubt they will succeed in becoming highly competent physicians, some of whom may well make the world a better place.
Yet I cannot but be struck by their narrow focus.  In the actual mock interviews, none of five students offered a comment about a novel, a work of art, an opera or a symphony, a treatise in philosophy, a book about history or political thought.   I had trouble getting them to talk about ideas that weren't related to medicine or public health.  Using a standard question from Harvard College's "Tips for the Interview Day" for its own pre-meds, I asked each of my interviewees:  "What was your favorite non-science course in college?"  The best answers I got were (if you can believe it) "freshman English" and a vague reference to a course in psychology (but the young woman couldn't remember the instructor or the subject).  
With the expectation that in a real medical-school interview they would face an interviewer of the "old school" -- a doctor who'd had the benefit of a liberal pre-med education -- I ended up giving advice on how at least to seem more broadly interested in the world beyond medicine.  I told them to read every section of The New York Times for a week before their upcoming interviews.  I told them to get hold of The Atlantic and read at least the cover stories of the last few months.  And, in a nod to medicine, I suggested they dig out and read essays by Atul Gawande in The New Yorker (none had heard of him). 
The trouble here is -- I'm assuming they will all be accepted to medical school -- these kids are now headed into the most intense period of concentrated specialization in their lives.  Their time for branching out, for broadening their perspectives, is pretty much over.  The really sad thing is that it seems to have been over when they matriculated as freshmen.
--John Bugge 
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WalkBotWalking the Campus with Dianne

Our last photo was located over the front doors of the Ernest Woodruff Memorial Research building at the Cliff Shuttle circle off Clifton Road.  As mentioned before, I did not notice it until I had passed by, and walked under it, probably hundreds of times.  Just goes to show how much you may miss if you don't stop and smell the roses!
I've supplied another photo below of the building to give you a better view of the area. 

Let's stay outdoors while the weather is pleasant.  The next place we are visiting is probably beautiful this time of year with all the wonderful autumn colors (the photo below is during the summer months).  It's a bit hidden, but if you are paying attention and if you have attended one of the Tibetan mandala reconstruction ceremonies you will know exactly where this is. 

Where will you find this on the Emory campus?

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Emory University Emeritus College

The Luce Center
825 Houston Mill Road NE #206

Atlanta, GA 30329


Emory University Emeritus College, The Luce Center, 825 Houston Mill Road NE #206, Atlanta, GA 30329
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